1. Technology Action Plan Booker Junior High/High School Implementation 2010-2011 Written By: Tammy Cobb EDEL 5352 Instructional Leadership Section 1143 Organization Structure Booker Independent School District Professional Development Plan 2010 – 2011 Data Analysis: Star Chart Key area of concern: Educator Preparation and Development Focus Area: Access to Professional Development Focus Ares: Professional Development for Online Learning Booker ISD Technology Plan: Goal 2 Provide training for all staff in order to integrate technology, improving job efficiency and curriculum. Strategy 1:9 – Teachers will use Lo-Ti Evaluation method to plan classroom instruction with technology. Booker JH/HS Campus Improvement Plan: Goal 4 Strategy 2 Activity: Technology coordinators will provide individual or whole groups training sessions for teachers on education and administrative programs. Lessons Learned Information: Consistent with Star Chart data, teachers at Booker JH/HS need access to individualized professional development based on their own skills and needs within their classroom. They also need individual training on the equipment that is already in their room. Professional Development Plan: The overall objective of this plan is to utilize the first day of professional development to conduct a needs assessment of the entire faculty and find out where they are as a “digital immigrant” (Prensky). As well as answer the question, “What training do they need to fully implement technology within their curriculum?” As a district we have access to a large amount of technology, but do not utilize this to its fullest. The Star Chart survey indicates this area is in need of improvement. The plan includes whole group, individual, small group and online training to be used throughout the school year. Activity 1: Determining an Individualized Professional Development Plan On the first day of professional development, place charts around the room with the names of computer programs, online programs and equipment that is available to teachers for classroom use. Teachers place dots with their initials on the chart showing their knowledge of the program or equipment. Their choices are Expert, Advanced, Intermediate, Novice, or Didn’t know it Existed. This can also be used as a time to visit catch up on the summer, etc. When all have placed dots, continue the morning with Administrative Meetings. When they get back from lunch, have faculty review their own Star Chart Data. They will list areas of strength and weakness. Presentations will be made by key content teachers giving examples of integrating technology into lessons. The afternoon will be spent in small collaborative content groups looking at curriculum activities brainstorming ways to implement technology into lessons. While doing this, they will be making a list of technology needs for themselves. This includes programs and training on programs. By the end of the day each teacher should have a list of individual needs. This list will be infused with their dots from the beginning activity to outline the individual professional development needs for each individual teacher. Activity 2: Determining Universal Needs The Curriculum Director will review the dots from the opening activity to determine a universal need for professional development in any one program or piece of equipment. The district can use their own “experts” to provide staff development throughout the year in areas needed. Activity 3: Online Training Opportunities Provide faculty with “On the Desktop” and “Just in Time” online professional development opportunities to meet their own needs. (Abernathy) Activity 4: In District Expert Assistance On one day of professional development, pair expert faculty with novice or intermediate faculty in order to provide training in programs. This could even be a group of students that teach the teachers. Hands on is important. They need to work in a classroom where they can experience the program so they will remember how to use it. This should also include a lesson the following week using the technology to help them remember what they have learned. Action Plan Evaluation Evaluation Criteria #1: Evaluation of Professional Development Opportunities Faculty will Blog after each training opportunity. They will share benefits and knowledge gained. Evaluation Criteria #2: Documentation on integration of technology into the curriculum. Integration of Technology within the lesson structure will be obtained through walk-through and PDAS evaluations. Lesson Plans are also a source of documentation. Evaluation Criteria #3: Improved Skills At the end of the first semester, teachers will be given a list of the programs and equipment that were on the dot charts from day 1. They will reevaluate themselves. At the end of the school year, this will be repeated to enable teachers to see their own progress. Faculty will complete the Star Chart at the end of the school year. Evaluation Criteria #4: Documentation of Individual Training Faculty members will log time for online professional development and submit certificates issued. Evaluation Criteria #5: Student Performance TAKS test scores Curriculum Assessments given at the end of each unit, approximately twice in a 6 weeks. Curriculum Performance Indicators (student projects) Resources Abernathy, Kay, and Cindy Cummings. Personal Interview by Dr. Steven Jenkins. Booker Independent School District. (2009). Booker ISD Technology Plan (2009-2012). Booker, Texas. Booker Independent School District. Booker Junior High/High School. (2008). Campus Instructional Improvement Plan (2008-2009). Booker, Texas. Booker Independent School District. Jones, E. (2007). Strategies to Put Instruction Ahead of Technology. Principal Leadership. 7(6), 35-38. Prensky, M. (2001). Digital Natives, Digital Immigrants: Part 1. On the Horizon, 9(5), 1-6.